Course Syllabus My TOEFL ibt Preparation Course Online sessions: M, W, F Instructor Contact Information Office Location Virtual Office Hours Course Announcements Email Technical support Anastasiia V. Mixcoatl-Martinez avmixcoatlmartinez@usfca.edu University of San Francisco School of Education 2350 Turk St. San Francisco, CA 94117 Wednesdays 17:00-19:00 and by appointment. Please check the Canvas home page to check for announcements and amendments to the course. Emails received before 10 pm will be answered within 24 hrs. For technical support email: cmixcoatl@gmail.com 1
Course description The mission of this course is to provide the highest level of instruction to students with a pre-existing knowledge of English in order to consolidate their skills and communicate with greater accuracy and fluency. The TOEFL course is designed to prepare students for the TOEFL ibt test. The curriculum combines language input (grammar, vocabulary, functions) with skills work (reading, writing, speaking, and listening). A greater emphasis is placed on the latter, as the TOEFL ibt test is structured into four main parts, corresponding to each skill. The learners will be regularly assessed in order to produce an organic learning environment, which addresses their needs and abilities, and will allow for relevant test practice as appropriate to their needs. On this course, students will practice skills, sub-skills, and strategies necessary in order to take the TOEFL ibt test. The learner, will produce a wide range of writing tasks, produce spoken output in response to a variety of prompts, as well as build reading and listening strategies with a range of texts. By the end of the course, students will have also reviewed, practiced, and extended their knowledge of more complex grammar and vocabulary structures. Student Learning Outcomes for TOEFL ibt course Speaking Students will be able to maintain a conversation with another student and/or interlocutor within the following functions: Turn taking, expressing clearly their points of view, ideas or feelings naturally. 2
Evaluating advantages and disadvantages, giving opinions with relevant explanations, and collaborating to reach a decision. Giving clear, detailed descriptions about personal information and on a wide range of subjects related to their fields of interest. Students will be able to speak: Using connected speech, reduced forms and natural intonation to have generally clear, natural pronunciation of most utterances. Employing a wide range of mostly accurately used grammatical structures, words and expressions, with little cause for misunderstanding. Producing stretches of language at a fairly even tempo. Listening Students will be able to identify the main ideas and some key details of simple and complex speech on concrete and abstract topics. Students will be able to comprehend in detail what is said in standard spoken language, for example in a conversation and announcements. Students will be able to listen to short dialogues and identify details pertaining to the relationship between speakers, the gist of speaker s opinion, and the main topic of an announcement. 3
Grammar/Vocabulary Students will be able to demonstrate command of a wide range of intermediate/upper-intermediate grammatical structures appropriately and accurately in written and spoken English. Students will be able to use a sufficient range of vocabulary to vary formulation and avoid repetition when expressing themselves in speaking and writing. Learners will be able to use vocabulary connected to their field and on most general topics including everyday life such as family, hobbies and interests, work, travel, and current events, as well as employ linking structures in what they say or write into a well-organized text. Students will have extended their vocabulary to include phrasal verbs, expressions, idioms, collocations, recognition of affixes, and linking words. Reading Students will be able to read articles and short stories written in a straightforward language and style, including those which express specific points of view and abstract ideas, and will be able to infer meaning of words from context, grasp the main idea and key details. Students will be able to read a page-long article from an authentic source and Read sentences about the article and decide if they are true or false Read questions and choose correct answers based on key details, main ideas, and inference of meaning of words, phrases and author s intention Writing Student will be able to write organized informal letters, essays, and descriptions with a range of mostly accurate grammar and vocabulary and accomplish the following functions through writing: asking for information; expressing news, views and feelings; 4
inviting; and making suggestions; stating opinion in support of or against a particular point of view; describing people and things, including giving impressions, and offering advice. Furthermore, learners will be able to write with a command of upper-intermediate grammatical structures; a range of upper-intermediate vocabulary and functional language; evidence of flowing text and use of cohesive devices; and appropriate organization and task fulfillment. Prerequisites: Students must submit proof of at least B2 level on the CEFR, or pass a pre-test. Course teaching and learning methods This is an online blended 6-week course, that meets 3 times a week via https://www.zoom.us. The audio and video for each session will be recorded. Attendance & Grading policy Attend at least 80% of online sessions. If you miss a session, you can watch a recording of the class here. Actively participate in online discussions Actively participate in online meetings Submit all homework and assignments on time. Late work will be marked down 10% per day. Attendance 25% Online meetings and discussions 15% Writing Tasks 20% Speaking Tasks 20% Homework/ Peer Review/ Groupwork 20% Total 100% 5
Peer Reviews Each writing/speaking will have a peer review component. Peer reviews are NOT evaluated. Peer reviews will help learners get feedback on their writing/speaking as well as gain insight from other students' work. Deadlines The class does have weekly deadlines. Meeting the deadlines will help you stay on track to help you finish the course at a comfortable pace. Late work will be marked down 10% per day. Resources: Delta's Key to the TOEFL ibt: Advanced Skill Practice You can find Extra practice for TOEFL ibt here. Content and posting guidelines Stay on topic. To build a learning community together, we encourage active learning. Staying on topic keeps us focused. Manage your time. Respond within an appropriate amount of time when giving constructive feedback to your peers. Take every discussion post seriously and review and edit the post before sending. Don t duplicate points. Don t ask a question that has already been answered. Guidelines for online participation Creating a learning community is a key aspect of this course; cultivating that community requires the active participation of each member. You are expected to attend each synchronous meeting, being prepared to engage actively in activities and discussions. Maintain open channels of communication with your peers; if something is affecting you negatively, please don t wait until it is too 6
late to do something about it. Writing guidelines Write clearly. This course is an academic course. Please hold the same standard that you write for any other academic course. Correct spelling and grammar are required, and proper sentence structure and punctuation should be used. Use appropriate language and style. ALL CAPS might be considered as shouting and should be avoided. Avoid using slang or jargon. Be careful when you are looking to express sarcasm or humor. Netiquette policy Be respectful. Be courteous and always show respect to your peers. If you become upset at an interaction online, wait 24 hours before responding. Do not engage in flaming. The term flaming refers to the act of deliberating posting insulting or hostile messages online. Do not resort to name-calling or insults in under any circumstances. Be mindful. Choose your words thoughtfully. Without face-to-face interaction and facial expressions, words could be interpreted differently or unintentionally. Communication should be well-articulated and aimed at fostering a positive learning environment. Be aware of your audience and maintain professionalism. Allow for misunderstandings. As writing can often convey the incorrect tone or intention in the absence of face-to-face communication, please make allowances for unintended rudeness, but do express your concerns. Tolerate other learners mistakes. Don t correct grammar, vocabulary, and spelling mistakes of your peers. If you do decide to tell someone of a mistake, do it politely, and preferably by private message rather than in public. 7
Use emoticons strategically. Emoticons may help avoid misunderstandings online. Using an emoticons such as J or L can help to convey tone. While using emoticons is encouraged, try not to use them in every interaction. Do not use emoticons in papers or essays. J Avoid making statements like Me too! or I agree. Ensure your replies have substance and are helping to further the conversation. Share your knowledge. Give answers and help your peers who ask questions in discussions. People have the right to disagree with your opinions. Respect their disagreement, think carefully and reply to their posts without hurtful, hateful or inappropriate language. Canvas Technical Support If you need technical support with Canvas, click on the word "Help" in the upper right-hand corner of your Canvas screen. From there, you can search the Canvas Guides, ask a question, or suggest a feature. There is also a list of "How to" guides found at How to use Canvas Network. 8
Class Schedule Week Grammar/Functions Vocabulary TOEFL skills Homework 1 07.03.15 07.05.15 07.07.15 Question formation Expressions of quantity Tenses review Inferring meaning from context Lexical set for Personality. Affixes Independent speaking tasks, Integrated speaking tasks, Strategies for the Speaking Section Reading Passages and Questions, Strategies for the Reading Section Independent Writing task, Integrated Writing task, Strategies for the Writing Section Conversations and Questions, Lectures and Questions, Strategies for the Listening Section Session 1. Activity 1 (Quiz) Session 1. Activity 2 (Quiz) Session 2. Activity 1 (Quiz) Session 2. Activity 2 (Groupwork) Session 3. Activity 1 (Quiz) Session 3. Activity 2 (Discussion board) Self-Study Materials Week 1 (Quiz) 2 07.10.15 07.12.15 07.14.15 Present and Past modals review Prepositions and dependent prepositions Transitions and references Lexical set for Education Intensifiers Independent Speaking-Stating and supporting a position. Understanding vocabulary in context Integrated Connecting Information. Taking and using notes Identifying the topic and main idea. Listening for details Progress TEST 1 Speaking Recording Writing / Peer Review Reading Quiz Listening Quiz Self-Study Materials Week 2 (Quiz) 9
Week Grammar/Functions Vocabulary TOEFL skills Homework 3 07.17.15 Present Perfect vs Past Simple Lexical set for Evaluating Independent Speaking. Integrated Connecting Information. Taking Notes Integrated Developing your response. Sentence Structure. Evaluating Speaking Speaking Recording Writing/ Peer Review Reading Quiz Listening Quiz 07.19.15 07.21.15 Ways of expressing present and past habits Present Perfect Simple vs Present Perfect Continuous Feelings Making Inferences. Determining Purpose Determining attitude and Purpose. Self-Study Materials Week 3 (Quiz) 4 Passive Voice Expressions for stating opinion Integrated Delivering your response. Summarizing a problem Evaluating Integrated Writing. Independent Prewriting Progress TEST 2 07.24.15 07.26.16 07.28.15 Relative clauses and relative pronouns Lexical set for The Media Recognizing Coherence. Summarizing Important Ideas. Making Inferences and Predictions Speaking Recording/Peer review Writing / Peer Review Reading Quiz Listening Quiz Group Presentations 10
Week Grammar/Functions Vocabulary TOEFL skills Homework Future forms 5 Transitional Expressions Integrated Summarizing information. Evaluating Integrated Speaking Independent Unity and Coherence TEST 3 Evaluate Independent speaking Speaking Recording 07.31.15 Writing / Peer Review 08.02.15 08.04.15 Participles and participle clauses Phrasal verbs Lexical set for Cities and towns Recognizing Paraphrases Understanding function Listening Test Reading Test Articles Adjectives and adverbs Practice test Evaluating the Essay 6 TEST4 08.07.15 08.09.15 08.11.15 Ways of expressing wishes and regrets Lexical set for Money Organizing information Listening for organization Speaking Evaluation Independent Writing Evaluation Reading Practice Test Listening Practice Test 11